DIVERSIFYING MULTIPLICATIVE STRATEGIES: AN OPPORTUNITY TO INCLUDE AND DEEPEN LEARNING

Abstract

This article systematizes the results of an investigation carried out in the Polyvalent High School President José Manuel Balmaceda, in the commune of Independencia, during 2018. We aimed to prepare a dossier to learn multiplication contributing to diversifying teaching strategies in the mathematics class considering the contributions of the migrant students who attend school. Starting from the diagnosis of two specific needs in our educational context but which can be symptomatic of a current reality of other spaces, we raise two needs: a) to carry out participatory and collaborative pedagogical actions in the classroom, specifically mathematics, based on the intercultural exchange of knowledge, and, b) to recognize the perceptions and apprehensions that migrant students have when they learn multiplication in Chile. In this way, it was intended to visualize discrimination or symbolic expulsion in the class’s development. For this purpose, we used qualitative data collection techniques through semi-structured interviews with 49 students of 10 different nationalities, all of them with less than 1 year of a residence in Chile.